Goldie Muhammad's "Cultivating Genius" presents an equity framework for culturally and historically responsive literacy. The book challenges traditional approaches to education by prioritizing the identities and experiences of students, particularly Black students. Muhammad argues that centering the experiences of historically marginalized groups can lead to more effective and equitable learning for all. The framework emphasizes the importance of identity, skills, intellect, and criticality, with identity placed as the foundational element. The book offers practical strategies and examples for educators to implement this framework in their classrooms.
Paulo Freire's "Pedagogy of the Oppressed" is a seminal work in education theory that critiques traditional, banking-style education and advocates for a more liberating approach. Freire argues that education should be a transformative process that empowers students to critically analyze their world and challenge oppressive structures. He emphasizes dialogue and participatory learning as essential tools for fostering critical consciousness and social change. The book's enduring influence lies in its challenge to traditional power dynamics in education and its call for a more just and equitable learning environment. Freire's work has inspired educators and activists around the world to rethink their approaches to teaching and learning.
To succeed in school, in life, and as contributors to a more equitable society, students must be able to recognize, analyze, and challenge systemic injustices, say Harvard Lecturer Aaliyah El-Amin and Boston College Professor Scott Seider. Through their research, they are examining what it truly means to pursue education for justice in K–12 schools.
“The kids who are in classrooms right now are our country's next generation of leaders,” says El-Amin. “They’re the people who are going to help determine whether we continue on our current path of deep injustice and human suffering, or whether we chart a new course toward a more just society — one where people across differences have equal access to well-being and thriving.”
El-Amin and Seider argue that equipping young people with the tools to understand and respond to injustice is not only critical to building a more just society but also key to supporting youth development—academically, emotionally, and civically.
“Young people who are more critically conscious of injustice are more civically engaged. They have higher self-esteem. They have better mental health…” says Seider. “The primary goal of nurturing young people's understanding of injustice is to prepare them to help build a better world. But we also have growing evidence that this critical consciousness contributes to positive youth outcomes.”
To explore how justice-oriented education is being implemented across different contexts, the researchers studied more than 100 schools, identifying four core strategies for embedding this work throughout K–12 education:
- Building adult capacity
- Centering justice in the curriculum
- Partnering with families and communities
- Engaging students in social action
While this work may look different depending on the local context, El-Amin and Seider believe it can be implemented in schools everywhere.
“Students are asking big questions about the world around them,” says El-Amin. “And when students are curious, engaged, and eager to participate in these conversations, educators have a powerful opportunity to bring them into critical consciousness and advocacy right in the classroom.”
This episode of the EdCast explores how schools can become places where students are not only academically prepared but also empowered to confront—and help transform—the world they inherit.
The Harvard EdCast 
